Employers' Demands for Personal Transferable Skills in Graduates: a content analysis of 1000 job advertisements and an associated empirical study
By Roger Bennett. 2002
279 citations recorded by the source corpus.
Subfields: Accounting, Education, Management of Technology and Innovation
View Paper: https://www.semanticscholar.org/paper/6c30e5ab3fca7294c0e9832b52e11093c9d5719d
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Accounting
In Education
- L. Small
- Teresa Marchant
- Kate Shacklock
- R. Bridgstock
- Marion Walker
- Anita Zehrer
- Claudia Mössenlechner
- G. Clark
In Management of Technology and Innovation
Citations in the corpus
- The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills (2009, background): “In investigating the links between generic skills and employability, researchers have content-analysed graduate job advertisements (Bennett, 2002) or employed a direct questioning approach to determine which generic skills employers value the most (Australian Chamber of Commerce & Industry, 2002;…”
- Key Competencies of Tourism Graduates: The Employers' Point of View (2009, background): “Today, employers are looking for a more flexible, adaptable workforce as they themselves seek to transform their companies into being more flexible and adaptable in response to changing market and customer needs ( Bennett, 2002 ; Clarke, 1997 ; Cox & King, 2006 ).”
- Employer demands from business graduates (2016, background): “…recent graduates in four occupational categories (finance, general management, HRM, marketing), found that the most common skills demanded of graduate job entrants were: Communication (420), IT (320), Organisation (280), Team working (270), Interpersonal (240) and Motivation (230) (Bennett, 2002).”
- Employability: a contemporary review for higher education stakeholders (2018, background): “for the individual, employability depends on the knowledge, skills and attitudes they possess, the way they use those assets and present them to employers and the context (personal circumstances and labour market environment) within which they seek work Hinchcliffe (2001, 8) cited in dacre Pool and ”
- ‘It’s everything else you do…’: Alumni views on extracurricular activities and employability (2015, background): “Other lists are more nuanced, stressing differences in terms of the balance of technical, job-specific skills and more behavioural qualities and skills, and among different occupational sectors (Bennett, 2002; Hinchliffe and Jolly, 2009; Lowden et al., 2011).”